Domain-Specific Teaching Quality in the Literature Classroom

Abstract

In recent years, research on teaching quality has increasingly come to the conclusion that it is necessary to take into account generic and subject-specific aspects of teaching in order to model teaching quality adequately. In the discourse on teaching German resp. teaching literature, however, models of teaching quality have so far only existed in rudimentary form. The present article takes up this desideratum and presents a hierarchical model for teaching quality in the field of literature instruction based on assumptions as well as research findings of educational and pedagogical-psychological instructional quality research. The paper focusses on the conceptualization, relation, and operationalization of the subject-related quality dimensions on the side of learning opportunities.